Learning objectives role are to keep focus on specific goals and are made to keep courses accountable to both the students and institutions funding the programs. Learning objectives can be modified when performing ongoing formative assessments throughout the course. These assessments can provide essential information on a student's strengths and needs. This data can alter the learning objectives or confirm that they are meeting the goals of the learners.
Teaching attempts to transform learners by students Knowing new things, demonstrate and apply new Skills, and maintain and develop positive Affect towards themselves and learning. B. Bloom identified 3 domains: cognitive, affective and psychomotor skills when planning educational objectives. Most common focus is on the cognitive domain: what students know and are able to do. Learning objectives can also address cultural issues and values which fall into the affective realm.
S.M.A.R.T. method used to develop learning objectives. Specific: accurately describe purpose Measurable: solid evidence that objectives are achieved Achievable: good match between what's intended and what's possible, consider students skills & knowledge, consider resources - space, equipment, staff... Relevant: real purpose Timely: achieved in available time.
B. Bloom use of measurable verbs to help describe and classify observable knowledge, skills, attitude, behaviour and abilities. Knowledge - Name, Comprehension - Discuss, Application - Demonstrate
Critical Thinking Analysis - Debate, Synthesis - Design, Evaluation - Assess.
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